AAUSC 2013 Volume - Issues in Language Program Direction

AAUSC 2013 Volume - Issues in Language Program Direction : Individual Differences, L2 Development, and Language Program Administration: From Theory to Application

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Description

The democratization of schooling and greater access to higher education, together with the implementation of language requirements in colleges and universities across the United States, has led to a higher degree of diversity in language classrooms. One usually thinks of gender, ethnic, racial, or social diversity, but individual differences, including learning disabilities and special needs, also contribute to diversity and have an impact on assessment, placement, and curriculum. In their role as administrators and teacher educators, Language Program Directors (LPDs) seek to integrate current practices and research in applied linguistics into program design and administration, including assessment. To make individual differences a theoretically grounded integral component of their decision-making processes, LPDs need resources that provide cutting-edge primary and secondary research on the conceptualization, measurement, and consequences of individual differences on language development in the classroom.

This volume provides LPDs with the means to transmit information to their instructors in effective ways so that the instructors develop a sophisticated understanding of individual differences, including learning disabilities, special needs, and strategies for dealing with diverse student populations. In addition, this volume creates a forum for reflections about and solutions to challenges related to diversity as it relates to individual differences.
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Product details

  • Paperback | 288 pages
  • 152 x 228 x 8mm | 288g
  • Wadsworth Publishing Co Inc
  • Belmont, CA, United States
  • English
  • New edition
  • New edition
  • 1285760581
  • 9781285760582

Table of contents

1. INDIVIDUAL DIFFERENCES IN LANGUAGE DEVELOPMENT: WHAT INSTRUCTORS AND ADMINISTRATORS SHOULD KNOW (Cristina Sanz and Beatriz Lado).
2. INDIVIDUAL DIFFERENCES AND SECOND LANGUAGE DEVELOPMENT.
Aptitude and acquisition as processing (Bill VanPatten). Older adult learners and SLA: Age in a new light (Jessica Cox).
3. EMPIRICAL STUDIES ON THE ROLE OF INDIVIDUAL DIFFERENCES.
The differential roles of language analytic ability and working memory in mediating the effects of two types of feedback on the acquisition of an opaque linguistic structure (Shaofeng Li). Computer-delivered feedback and L2 development: The role of explicitness and working memory (Nuria Sagarra and Rebekha Abbuhl). Finding the right combination for Spanish oral proficiency development: Individual learner characteristics and study abroad program features (Jeff Connor-Linton).
4. INDIVIDUAL DIFFERENCES AND LANGUAGE DEVELOPMENT: THE LEARNER'S PERSPECTIVE.
Perceptions of L2 learning through the eyes of students with disabilities(Sally S. Scott, Susan A. Hildebrandt, and Wade A. Edwards). A semester long investigation of Spanish heritage language speakers' attitudes and motivation (Inigo Yanguas).
5. INDIVIDUAL DIFFERENCES AND LANGUAGE DEVELOPMENT: CURRICULAR DECISIONS AND TEACHER EDUCATION.
The place of individual differences in foreign language teaching assistants' education programs (Nina Moreno). Exploring individual differences among heritage speakers: Initiatives for TA training and program development (Maria Luisa Parra). Deaf students in conventional foreign language classrooms (Pilar Pinar, Roberto Herrera, and Amanda Holzrichter).
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About Cristina Sanz

Stacey Katz received her Ph.D from the University of Texas, Austin, in French Linguistics. Stacey Katz is currently the Director of Language Programs in Romance Languages and Literatures at Harvard University. She has published several pedagogical texts and presented her research at major conferences. Stacey's research interests include Applied French Linguistics, French syntax and French pragmatics. Cristina Sanz is an expert on bilingualism and second language acquisition. She has published several books and over 60 book chapters, articles, and reviews in venues such as the Journal of Cognitive Neuroscience, Language Learning, Applied Psycholinguistics, the Modern Language Journal, and the Handbook of Hispanic Linguistics. Her volume Mind and Context in Adult Second Language Acquisition received the 2006 MLA's Mildenberger Prize. Sanz is interested in the interaction between pedagogical context, including study abroad, and individual differences (aging, experience, motivation, and cognitive capacity). Sanz directs the Georgetown-at-Barcelona Summer Program and the Intensive and School of Foreign Service Spanish Programs. She has educated Spanish teachers in the United States, Spain, and the Philippines.
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